Newly Qualified Social Worker Programme 2024 – 2025: designed for wherever you are choosing to work across the UK
Get your career off to a great start with our CPD programme expertly designed to support practitioners taking up roles as newly qualified social workers.
Delivered by BASW’s accredited training provider DCC-i, the programme covers eight subject areas, directly relevant and referenced against the National Requirements for NQSWs across each nation (England Professional Capabilities Framework 2, Scotland Core Learning Elements, Wales & NI National Occupation Standards).
The sessions, starting in November 2024, offer valuable opportunities to learn, reflect and network with other delegates starting out their careers in social work.
You can attend all eight sessions or choose to book onto specific courses in the programme.
Suitable for newly qualified social workers and students
Courses detailed below are 9.30am - 4.30pm, each attracting 6hrs CPD
Price per session:
BASW Members £65.00 + VAT (£78.00)
BASW Non Members £99.00 + VAT (£118.80)
For corporate/block bookings, please email ProfDE@basw.co.uk to access discounted rates.
"Really good training. Interactive and a great knowledgeable trainer"
14.11.24 Wellbeing & Professional Resilience Training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 1 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Wellbeing & Professional Resilience Training for NQSWs supports the following National Requirements:
England: PCF1 – Professionalism / PCF3 – Diversity / PCF4 – Rights and Justice / PCF6 – Critical Reflection / PCF 8 Contexts and Organisations.
Scotland: CLE1 – Ethics, values & rights-based practice / CLE4 – Promoting Wellbeing, Support and Protection, CLE7 – Self-Awareness and Reflexivity.
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work
Course Outline:
This one-day course will enable Newly Qualified Social Workers to explore emotional resilience and understand and look at how to manage organisational pressure, systemic issues and differences between professions in a safe and effective manner. This includes consideration of time management, supervision and professional and organisational processes.
Delegates will be supported to recognise when their own beliefs, values, experiences and emotions may be impacting on their practice and how to manage this with the use of good boundaries, critical reflection, self-management, peer support and supervision.
There will be the opportunity to recognise and accept the impact of the emotive nature of working with adults, children and families including how to utilise different techniques to assist them in terms of practicing in a safe, accountable and defensible manner and protecting their own well-being.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Understand what is meant by personal responsibility and resilience.
- Understand the importance of professional boundaries, how to develop, maintain and utilise them for effective practice.
- Understand how to improve individual resilience skills to combat stress and anxiety.
- Have an increased ability to control emotions when making difficult decisions during periods of high demand.
- Be able to be realistically optimistic during periods of adversity and uncertainty.
- Know how to build strong supportive relationships with colleagues, families and clients.
- Have a better understanding of professional empathy.
- Be able to use resilience skills to deliver the right messages at the right time and feel confident in having difficult discussions.
- Be able to be appropriately flexible with the ability to be in control when faced with uncertainty.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Emotional Resilience
- What is it? / Why do we need it?
- How do we get it? / How do we use it?
- Whose responsibility, is it?
10.40 COFFEE
11.00 Professional Boundaries
- What are they? / Why do we need them?
- How do we get them? / How do we use them?
- Whose responsibility, are they?
- Utilising Law, Policies, Procedures and Supervision
- Setting, Internalising and Maintaining Professional Boundaries.
12.15 LUNCH
1.00 Managing Emotions
- Expecting and responding to strong emotions
- Using Professional Empathy
- Delivering difficult messages
- Recognising transference and counter-transferring
- Understanding the interface between professional & personal emotions
- Using tools to keep analysis and decision-making balanced
- De-briefing, Reflecting and Self-Care
- Utilising Peer and Team Support.
2.40 COFFEE
3.00 Coping Under Pressure
- Maintaining perspective
- Recognising and managing stress
- Maintaining hoe and optimism
- Practical personal and organisational techniques.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
26.11.24 Wellbeing & Professional Resilience Training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 1 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Wellbeing & Professional Resilience Training for NQSWs supports the following National Requirements:
England: PCF1 – Professionalism / PCF3 – Diversity / PCF4 – Rights and Justice / PCF6 – Critical Reflection / PCF 8 Contexts and Organisations.
Scotland: CLE1 – Ethics, values & rights-based practice / CLE4 – Promoting Wellbeing, Support and Protection, CLE7 – Self-Awareness and Reflexivity.
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work
Course Outline:
This one-day course will enable Newly Qualified Social Workers to explore emotional resilience and understand and look at how to manage organisational pressure, systemic issues and differences between professions in a safe and effective manner. This includes consideration of time management, supervision and professional and organisational processes.
Delegates will be supported to recognise when their own beliefs, values, experiences and emotions may be impacting on their practice and how to manage this with the use of good boundaries, critical reflection, self-management, peer support and supervision.
There will be the opportunity to recognise and accept the impact of the emotive nature of working with adults, children and families including how to utilise different techniques to assist them in terms of practicing in a safe, accountable and defensible manner and protecting their own well-being.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Understand what is meant by personal responsibility and resilience.
- Understand the importance of professional boundaries, how to develop, maintain and utilise them for effective practice.
- Understand how to improve individual resilience skills to combat stress and anxiety.
- Have an increased ability to control emotions when making difficult decisions during periods of high demand.
- Be able to be realistically optimistic during periods of adversity and uncertainty.
- Know how to build strong supportive relationships with colleagues, families and clients.
- Have a better understanding of professional empathy.
- Be able to use resilience skills to deliver the right messages at the right time and feel confident in having difficult discussions.
- Be able to be appropriately flexible with the ability to be in control when faced with uncertainty.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Emotional Resilience
- What is it? / Why do we need it?
- How do we get it? / How do we use it?
- Whose responsibility, is it?
10.40 COFFEE
11.00 Professional Boundaries
- What are they? / Why do we need them?
- How do we get them? / How do we use them?
- Whose responsibility, are they?
- Utilising Law, Policies, Procedures and Supervision
- Setting, Internalising and Maintaining Professional Boundaries.
12.15 LUNCH
1.00 Managing Emotions
- Expecting and responding to strong emotions
- Using Professional Empathy
- Delivering difficult messages
- Recognising transference and counter-transferring
- Understanding the interface between professional & personal emotions
- Using tools to keep analysis and decision-making balanced
- De-briefing, Reflecting and Self-Care
- Utilising Peer and Team Support.
2.40 COFFEE
3.00 Coping Under Pressure
- Maintaining perspective
- Recognising and managing stress
- Maintaining hoe and optimism
- Practical personal and organisational techniques.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
18.12.24 How to Handle Difficult Conversations Training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 2 of 8 in BASW's NQSW CPD Programme - click here to view the full series
How to Handle Difficult Conversations Training for Students / NQSWs supports the Following National Requirements:
England: PCF1 – Professionalism / PCF6 – Critical Reflection / Adult PQS3 – Person-Centred Practice /Adult PQS7 – Direct work, Children’s PQS1-Relationships and direct work / Children’s PQS2 – Communication.
Scotland: CLE2 – Communication, engagement and relationship-based professional practice CLE5 – Working with complexity in unpredictable and ambiguous contexts, CLE7 – Self-Awareness and Reflexivity.
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation
Course Outline:
Even the most experienced social workers can struggle with broaching sensitive topics, whether with service users or colleagues. The morning of this workshop will provide you practical skills in introducing yourself and explaining your role to service users and professionals, providing guidance on how to prepare for difficult conversations.
This includes revisiting key areas such as listening skills, empathy, professional curiosity, understanding the positions of the service user, being able to communicate difficult messages and rolling with resistance.
We often think that talking to other professionals will be easier than talking to service users, however different priorities, approaches and perspectives can cause tensions with other professionals and these conversations can be equally challenging, particularly as a student where there may feel like there is a significant power differential between you and another professional.
Building on the morning content, the afternoon session looks at the skills needed to give service users and/or their family a decision or outcome that they don’t want to hear, and how to try and maintain a positive working relationship with them despite this difficulty. The session also looks at what to do if a conversation doesn’t go as planned and/or the person becomes distressed, agitated or aggressive, covering basic de-escalation techniques and how to keep yourself and others safe.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Be able to confidently explain what your role is, the limitation and powers you have, the statutory basis for your intervention and the rights and choices of the individual, and do so in accessible, professional and empathetic way.
- The skills and guidance to engage with service users and professionals who may not welcome your intervention or agree with your approach.
- The skill to hear the service users voice and respond to their needs whilst still carrying out your role and considering risk and safeguarding responsibilities
- Be able to have challenging conversations with other professionals.
- Know how to plan for giving someone a decision or outcome they don’t want, and how to maintain relationships afterwards.
- Knowing how to respond if conflict arises from the difficult conversation.
- Understanding of techniques which can be used if conversations don’t go to plan including de-escalation techniques.
- Understand how to keep yourself and others safe.
- Know how to debrief and learn from challenging experiences.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.40 What are the basics and how can we apply them appropriately?
- Active listening, empathy and professional curiosity
- Explaining your role, statutory duties and responsibilities.
- Explaining a service users rights and choices – including complaints procedures and advocacy.
- Considering diversity, communication needs and styles.
- Hearing the voice of the service user and their family
- Working in Partnership with other professionals.
11.10 COFFEE
11.30 How do we manage difficult conversations and resistance?
- Understanding the service user/professional position – using the cycle of change.
- Using Motivational Interviewing techniques such as permission-seeking, decisional balance, menu’s of options and Rolling with resistance.
- Agreeing a way forward – Coordinated Management of Meaning.
1.00 LUNCH
1.45 How can we maximise a difficult conversation going well?
- Prepping yourself
- Prepping the service user / family.
- Prepping other services
- Being clear on what the decision is and the rationale.
- Considering the best form of communication for the circumstances and for that particular person from what you know.
- Being able to stay on topic.
- Giving the person choices where you can, reminding them of their rights in terms of appear, complaints, advocacy, legal advice.
3.00 COFFEE
3.20 What do we do if it doesn’t go according to plan?
- Using de-escalation techniques.
- Having a safety plan.
- Using support of others.
- Debriefing and learning.
- Renewing and repairing the working relationship.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
07.01.25 How to Handle Difficult Conversations Training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 2 of 8 in BASW's NQSW CPD Programme - click here to view the full series
How to Handle Difficult Conversations Training for Students / NQSWs supports the Following National Requirements:
England: PCF1 – Professionalism / PCF6 – Critical Reflection / Adult PQS3 – Person-Centred Practice /Adult PQS7 – Direct work, Children’s PQS1-Relationships and direct work / Children’s PQS2 – Communication.
Scotland: CLE2 – Communication, engagement and relationship-based professional practice CLE5 – Working with complexity in unpredictable and ambiguous contexts, CLE7 – Self-Awareness and Reflexivity.
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation
Course Outline:
Even the most experienced social workers can struggle with broaching sensitive topics, whether with service users or colleagues. The morning of this workshop will provide you practical skills in introducing yourself and explaining your role to service users and professionals, providing guidance on how to prepare for difficult conversations.
This includes revisiting key areas such as listening skills, empathy, professional curiosity, understanding the positions of the service user, being able to communicate difficult messages and rolling with resistance.
We often think that talking to other professionals will be easier than talking to service users, however different priorities, approaches and perspectives can cause tensions with other professionals and these conversations can be equally challenging, particularly as a student where there may feel like there is a significant power differential between you and another professional.
Building on the morning content, the afternoon session looks at the skills needed to give service users and/or their family a decision or outcome that they don’t want to hear, and how to try and maintain a positive working relationship with them despite this difficulty. The session also looks at what to do if a conversation doesn’t go as planned and/or the person becomes distressed, agitated or aggressive, covering basic de-escalation techniques and how to keep yourself and others safe.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Be able to confidently explain what your role is, the limitation and powers you have, the statutory basis for your intervention and the rights and choices of the individual, and do so in accessible, professional and empathetic way.
- The skills and guidance to engage with service users and professionals who may not welcome your intervention or agree with your approach.
- The skill to hear the service users voice and respond to their needs whilst still carrying out your role and considering risk and safeguarding responsibilities
- Be able to have challenging conversations with other professionals.
- Know how to plan for giving someone a decision or outcome they don’t want, and how to maintain relationships afterwards.
- Knowing how to respond if conflict arises from the difficult conversation.
- Understanding of techniques which can be used if conversations don’t go to plan including de-escalation techniques.
- Understand how to keep yourself and others safe.
- Know how to debrief and learn from challenging experiences.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.40 What are the basics and how can we apply them appropriately?
- Active listening, empathy and professional curiosity
- Explaining your role, statutory duties and responsibilities.
- Explaining a service users rights and choices – including complaints procedures and advocacy.
- Considering diversity, communication needs and styles.
- Hearing the voice of the service user and their family
- Working in Partnership with other professionals.
11.10 COFFEE
11.30 How do we manage difficult conversations and resistance?
- Understanding the service user/professional position – using the cycle of change.
- Using Motivational Interviewing techniques such as permission-seeking, decisional balance, menu’s of options and Rolling with resistance.
- Agreeing a way forward – Coordinated Management of Meaning.
1.00 LUNCH
1.45 How can we maximise a difficult conversation going well?
- Prepping yourself
- Prepping the service user / family.
- Prepping other services
- Being clear on what the decision is and the rationale.
- Considering the best form of communication for the circumstances and for that particular person from what you know.
- Being able to stay on topic.
- Giving the person choices where you can, reminding them of their rights in terms of appear, complaints, advocacy, legal advice.
3.00 COFFEE
3.20 What do we do if it doesn’t go according to plan?
- Using de-escalation techniques.
- Having a safety plan.
- Using support of others.
- Debriefing and learning.
- Renewing and repairing the working relationship.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
22.01.25 Recording with Care Training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 3 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Recording with Care Training for Students/NQSWs supports the Following National Requirements:
England: PCF7 – Interventions and Skills, Adult PQS6 – Effective Assessment and Outcome-Based Support Planning, , Childrens PQS7 – Analysis, Decision-Making, Planning and Review.
Scotland: CLE2 – Communication, engagement and relationship-based practice/ CLE3 – Critical Thinking, Professional Judgement and Decision-Making
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
Good record keeping serves many purposes and the frameworks of data protection, care management, and confidentiality are all areas which participants need to be aware of. This one-day session is designed to support Students /Newly Qualified Social Workers to effectively document their practice and incorporate meaningful analysis into all levels of case note recording and review processes to ensure staff are able to articulate clear evidence-based recommendations for the individuals care-plan.
The course will provide participants with practical tips for ensuring case notes in all formats, for a range of purposes are concise and easy to follow, whilst still capturing the voice of the child/vulnerable adult/service user and containing the necessary depth for complex decision making and long-term care-planning.
This Session also supports Students / Newly Qualified Social Workers to be reflective in their practice and learning and to identify both their strengths and areas for development.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- How to write an appropriate length and dept the record.
- How to know what to include and if anything should ever be left out,
- How to record concisely, accurately and appropriately.
- How to capture hypothesis & analysis.
- How to record actions and recommendations.
- How to be accountable and defensible
- Lessons from Serious Case Reviews
- An opportunity to reflect on practice, strengths and areas for development.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.40 Group Exercise: What makes a good record?
10.00 How do we decide what to include and what to leave out?
- Writing accurately
- Writing concisely
- Writing defensibly
11.10 COFFEE
11.30 Capturing perceptions & hypothesis
- Using evidence, theory and research
- Explaining views of risk or future possibilities
12.00 Making Recommendations
- Linking content to plans
- Being SMART
- Sharing information
12.30 LUNCH
1.15 Exploring the importance of reflection in practice.
- Why does it matter?
- How can we make it meaningful?
- How can we ensure its integrated into practice?
2.45 COFFEE
3.00 Personal Assessment
- Strengths
- Areas for development
- Personal Plan
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
04.02.25 Recording with Care Training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 3 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Recording with Care Training for Students/NQSWs supports the Following National Requirements:
England: PCF7 – Interventions and Skills, Adult PQS6 – Effective Assessment and Outcome-Based Support Planning, , Childrens PQS7 – Analysis, Decision-Making, Planning and Review.
Scotland: CLE2 – Communication, engagement and relationship-based practice/ CLE3 – Critical Thinking, Professional Judgement and Decision-Making
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
Good record keeping serves many purposes and the frameworks of data protection, care management, and confidentiality are all areas which participants need to be aware of. This one-day session is designed to support Students /Newly Qualified Social Workers to effectively document their practice and incorporate meaningful analysis into all levels of case note recording and review processes to ensure staff are able to articulate clear evidence-based recommendations for the individuals care-plan.
The course will provide participants with practical tips for ensuring case notes in all formats, for a range of purposes are concise and easy to follow, whilst still capturing the voice of the child/vulnerable adult/service user and containing the necessary depth for complex decision making and long-term care-planning.
This Session also supports Students / Newly Qualified Social Workers to be reflective in their practice and learning and to identify both their strengths and areas for development.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- How to write an appropriate length and dept the record.
- How to know what to include and if anything should ever be left out,
- How to record concisely, accurately and appropriately.
- How to capture hypothesis & analysis.
- How to record actions and recommendations.
- How to be accountable and defensible
- Lessons from Serious Case Reviews
- An opportunity to reflect on practice, strengths and areas for development.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.40 Group Exercise: What makes a good record?
10.00 How do we decide what to include and what to leave out?
- Writing accurately
- Writing concisely
- Writing defensibly
11.10 COFFEE
11.30 Capturing perceptions & hypothesis
- Using evidence, theory and research
- Explaining views of risk or future possibilities
12.00 Making Recommendations
- Linking content to plans
- Being SMART
- Sharing information
12.30 LUNCH
1.15 Exploring the importance of reflection in practice.
- Why does it matter?
- How can we make it meaningful?
- How can we ensure its integrated into practice?
2.45 COFFEE
3.00 Personal Assessment
- Strengths
- Areas for development
- Personal Plan
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
18.02.25 Critical Thinking, Assessment and Evidence Informed Decision Making training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 4 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Critical Thinking, Assessment and Evidence Informed Decision-Making meets the following National Standards:
England: PCF 6 – Critical Reflection, Adult PQS3 – Person-Centred Practice, Adult PQS6 - Effective assessments and outcome based support planning, Adult PQS7 – Direct Work, Childrens PQS1 – Relationships and Direct Work, Childrens PQS7 – Analysis, Decision-Making, planning and review
Scotland: CLE2 – Communication, engagement and relationship-based practice
CLE3 - Critical thinking, professional Judgement & Decision-making
CLE6 – Use of Knowledge, research and evidence in practice
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
This one-day session is designed to support students & Newly Qualified Social Workers to effectively incorporate meaningful analysis into all levels of assessment and review processes to ensure they are able to articulate clear evidence- based recommendations for the child / family, individual and/or carer.
The course will provide participants with practical tips for ensuring assessments are concise and easy to follow whilst still containing the necessary depth for complex decision making and support planning within the social care legislative and policy frameworks.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- A clear understanding and ability to articulate the needs of an individual, free from jargon and with a clear analysis regarding the implications of leaving needs unmet, the options for responding and how successful outcomes can be measured.
- The ability to effectively analyse information gathered during the assessment or review process to make appropriate decisions and inform both case management and support planning.
- A transferable approach that can be used for a range of settings.
- The ability to articulate clearly, concisely and appropriately record information, understanding the difference between fact, professional opinion and being aware of bias.
- The ability to articulate the reasoning for decision-making and recommendations, including considering legal responsibilities to children and adults who are vulnerable, assessment of risk, issues of capacity, consent, wishes & feelings, available options and how to explain clearly professional rationale and own professional judgement.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Legislative and Policy Framework
- How does law and policy guide our practice?
10.15 Understanding and explaining ‘Needs’
- Be outcome-focused and strengths-based
- Identifying, assessing and articulating options
11.10 COFFEE
11.30 Understanding facts, opinions, and professional judgment
- Becoming aware of unconscious bias
- Knowing the difference between facts and opinions
- Capturing the views of individuals, family and professionals
12.30 LUNCH
1.15 Analysing Information
- Considering capacity, consent and choice, including unwise decisions
- Considering Risks, Strengths and Protective Factors
- Ensuring the voice of the person is represented.
2.40 COFFEE
3.00 Articulating your analysis and decision making
- Identifying all the possible response options
- Hypothesising meaningfully about possible and probably outcomes
- Articulating your professional judgement using evidence
4.00 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
11.03.25 Critical Thinking, Assessment and Evidence Informed Decision Making training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 4 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Critical Thinking, Assessment and Evidence Informed Decision-Making meets the following National Standards:
England: PCF 6 – Critical Reflection, Adult PQS3 – Person-Centred Practice, Adult PQS6 - Effective assessments and outcome based support planning, Adult PQS7 – Direct Work, Childrens PQS1 – Relationships and Direct Work, Childrens PQS7 – Analysis, Decision-Making, planning and review
Scotland: CLE2 – Communication, engagement and relationship-based practice
CLE3 - Critical thinking, professional Judgement & Decision-making
CLE6 – Use of Knowledge, research and evidence in practice
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
This one-day session is designed to support students & Newly Qualified Social Workers to effectively incorporate meaningful analysis into all levels of assessment and review processes to ensure they are able to articulate clear evidence- based recommendations for the child / family, individual and/or carer.
The course will provide participants with practical tips for ensuring assessments are concise and easy to follow whilst still containing the necessary depth for complex decision making and support planning within the social care legislative and policy frameworks.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- A clear understanding and ability to articulate the needs of an individual, free from jargon and with a clear analysis regarding the implications of leaving needs unmet, the options for responding and how successful outcomes can be measured.
- The ability to effectively analyse information gathered during the assessment or review process to make appropriate decisions and inform both case management and support planning.
- A transferable approach that can be used for a range of settings.
- The ability to articulate clearly, concisely and appropriately record information, understanding the difference between fact, professional opinion and being aware of bias.
- The ability to articulate the reasoning for decision-making and recommendations, including considering legal responsibilities to children and adults who are vulnerable, assessment of risk, issues of capacity, consent, wishes & feelings, available options and how to explain clearly professional rationale and own professional judgement.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Legislative and Policy Framework
- How does law and policy guide our practice?
10.15 Understanding and explaining ‘Needs’
- Be outcome-focused and strengths-based
- Identifying, assessing and articulating options
11.10 COFFEE
11.30 Understanding facts, opinions, and professional judgment
- Becoming aware of unconscious bias
- Knowing the difference between facts and opinions
- Capturing the views of individuals, family and professionals
12.30 LUNCH
1.15 Analysing Information
- Considering capacity, consent and choice, including unwise decisions
- Considering Risks, Strengths and Protective Factors
- Ensuring the voice of the person is represented.
2.40 COFFEE
3.00 Articulating your analysis and decision making
- Identifying all the possible response options
- Hypothesising meaningfully about possible and probably outcomes
- Articulating your professional judgement using evidence
4.00 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
25.03.25 Managing Unseen Risk Training for Students/NQSWs negotiating complex and unpredictable contexts
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 5 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Managing Risk Training for Students/NQSWs negotiating complex and unpredictable contexts supports the Following National Requirements:
England: PCF7 – Interventions and Skills, Adult PQS6 – Effective Assessment and Outcome-Based Support Planning, Childrens PQS7 – Analysis, Decision-Making, Planning and Review.
Scotland: CLE2 – Communication, engagement and relationship-based practice/ CLE3 – Critical Thinking, Professional Judgement and Decision-Making / CLE4 – Working with complexity in unpredictable and ambiguous contexts
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation, NOS5 – Plan for Person Centred Outcomes
Course Outline:
A particular anxiety for newly qualified frontline practitioners is the assessment of risk, this workshop gives frontline practitioners in both Children and Adults settings some frameworks for conceptualising and assessing risks; ideas to consider for triangulating information effectively and methods of analysing and articulating risk.
This session is an opportunity for professionals to share ideas and experiences from their own practice and engage in valuable peer support which can increase professional confidence and resilience. The course will explore the impact of our own values, bias and beliefs on understanding, assessing and managing risk including an exploration of whether this makes our practice risk adverse or conversely prompts unsafe risk-taking. The principles of safe accountable positive risk-taking will be explored. Recording decision-making around risk in a defensible manner will also be covered.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Explore the impact of our personal and professional values on how we view and respond to risk.
- Be able to identify possible risks
- Be able to conceptualise risk to help assess the likelihood of a negative outcome and evaluate the options for managing the risks effectively.
- Explore ways of assessing risk and triangulating information.
- Explore the principles of positive risk-taking.
- Know how to seek support and/or escalate concerns.
- Know how to record risk in an accountable manner.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Defining Risk:
10.15 Understanding our Perceptions of Risk:
- Beliefs & values
- Experience & Knowledge
- Role and Remit.
11.00 COFFEE
11.20 Conceptualising Risk
- Static & Dynamic Risk.
- Assessing Likelihood and seriousness.
- Safe uncertainty.
12.30 LUNCH
1.15 Understanding capacity, choice & the right to make unwise decisions:
- The relationship between Capacity, Risk and Safeguarding Duties
- Can Children and Parents make unwise decisions?
- Risk assessment & management in relation to unwise decisions
2.30 COFFEE
2.50 Positive Risk-Taking Principles:
- Why, When and How to take positive risks.
- Barriers to Service User Engagement.
- Collaborative Risk Management Plans.
- Assessing when positive risk-taking is not appropriate.
- Knowing how, when and why to review risk management
3.50 Recording risk in an accountable and defensible manner:
- Recording the assessment of risk.
- Articulating whose risk it is to take.
- Being clear on actions to prevent, manage or respond to risk.
4.15 Reflection and Review – learning points and next steps.
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
BASW members - to maintain your CPD record, please log in to your BASW account prior to clicking the book now button
01.04.25 Managing Unseen Risk Training for Students/NQSWs negotiating complex and unpredictable contexts
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 5 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Managing Risk Training for Students/NQSWs negotiating complex and unpredictable contexts supports the Following National Requirements:
England: PCF7 – Interventions and Skills, Adult PQS6 – Effective Assessment and Outcome-Based Support Planning, Childrens PQS7 – Analysis, Decision-Making, Planning and Review.
Scotland: CLE2 – Communication, engagement and relationship-based practice/ CLE3 – Critical Thinking, Professional Judgement and Decision-Making / CLE4 – Working with complexity in unpredictable and ambiguous contexts
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation, NOS5 – Plan for Person Centred Outcomes
Course Outline:
A particular anxiety for newly qualified frontline practitioners is the assessment of risk, this workshop gives frontline practitioners in both Children and Adults settings some frameworks for conceptualising and assessing risks; ideas to consider for triangulating information effectively and methods of analysing and articulating risk.
This session is an opportunity for professionals to share ideas and experiences from their own practice and engage in valuable peer support which can increase professional confidence and resilience. The course will explore the impact of our own values, bias and beliefs on understanding, assessing and managing risk including an exploration of whether this makes our practice risk adverse or conversely prompts unsafe risk-taking. The principles of safe accountable positive risk-taking will be explored. Recording decision-making around risk in a defensible manner will also be covered.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- Explore the impact of our personal and professional values on how we view and respond to risk.
- Be able to identify possible risks
- Be able to conceptualise risk to help assess the likelihood of a negative outcome and evaluate the options for managing the risks effectively.
- Explore ways of assessing risk and triangulating information.
- Explore the principles of positive risk-taking.
- Know how to seek support and/or escalate concerns.
- Know how to record risk in an accountable manner.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 Defining Risk:
10.15 Understanding our Perceptions of Risk:
- Beliefs & values
- Experience & Knowledge
- Role and Remit.
11.00 COFFEE
11.20 Conceptualising Risk
- Static & Dynamic Risk.
- Assessing Likelihood and seriousness.
- Safe uncertainty.
12.30 LUNCH
1.15 Understanding capacity, choice & the right to make unwise decisions:
- The relationship between Capacity, Risk and Safeguarding Duties
- Can Children and Parents make unwise decisions?
- Risk assessment & management in relation to unwise decisions
2.30 COFFEE
2.50 Positive Risk-Taking Principles:
- Why, When and How to take positive risks.
- Barriers to Service User Engagement.
- Collaborative Risk Management Plans.
- Assessing when positive risk-taking is not appropriate.
- Knowing how, when and why to review risk management
3.50 Recording risk in an accountable and defensible manner:
- Recording the assessment of risk.
- Articulating whose risk it is to take.
- Being clear on actions to prevent, manage or respond to risk.
4.15 Reflection and Review – learning points and next steps.
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
23.04.25 Cultural Curiosity in Relationship Based Practice training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 6 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Cultural Curiosity in Relationship Based Practice for NQSWs meets the following National Standards:
England: PCF2 – Values and Ethics, PCF3 – Diversity, PCF4 Rights and Justice, PCF7 Interventions and Skills, Adult PQS3 – Person-Centred Practice , Childrens PQS1 – Relationships and Direct Work
Scotland: CLE1 – Ethics, Values & Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE7 – Self-Awareness and reflexivity
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
Cultural curiosity is more than recognising differences in race or religion, it involves recognising that we are all shaped by our experiences and are influenced by cultural norms and understanding. All our interactions and communications are interpreted via cultural filters, and it is an understanding of these and how they can impact on working in teams and groups that will be the focus of the day.
The course also explores how diversity is about more than just difference; looking at the use of power within our society and structures, how that power can prevent individuals and groups from accessing or engaging with support and services and our responsibilities in addressing power difference and tailoring our interventions to each unique person. The differences between equality and equity are explored and the importance of recognising structural bias in society that disproportionately disadvantage many individuals that have care and support needs – this includes all the protected characteristics set out in the Equalities Act 2010. NQSW’s will be supported to consider their own unconscious bias, the inequalities that are present within our own profession and how they can address this in their own practice, giving consideration to the Equalities Act, the Human Rights Act and the Conventions that we are signatories to (EG UNCRPD).
Social Work England undertook research in 2021 that indicated that a high proportion of NQSW’s experienced direct discrimination themselves, not only from service users but from colleagues. This course looks to empower NQSW’s/Students to ensure their own diversity needs are met and how to speak up and speak out if their own needs are not met.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- To increase understanding and awareness in relation to working with and alongside individuals from different cultural and social groups and how culture influences how we all experience and engage in professional interactions.
- To consider diversity as a power issue, how this might impact on health and social care practice and professional dynamics and to account for this in practice.
- To reflect on the cultural diversity within participants practice areas, and consider how this might impact on the individual, family and community and how they experience public services.
- To explore concepts of discrimination and oppression arising due to diversity issues. Including how organisational / professional cultures can impact on the experience of individuals working within and/or using public services.
- To be able to demonstrate an awareness of how experiences of discrimination and oppression can be internalised and impact on an individual’s emotional and environmental well-being and be able to recognise and seek support for our own diversity needs.
- How to use legislative frameworks to positively empower marginalised members of society and use our professional values and ethics to ensure that Social Work practice upholds the rights of children and families.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 What do we mean be cultural curiosity and diversity?
- Defining the terms and issues.
- Understanding the frameworks.
- Making the links to our own experiences and practice.
11.10 COFFEE
11.30 Can we, should we adopt the lens of the individuals / families we work with?
Ways of understanding the experience of others.
- Risks in attempting to view the world through the lens of another.
- Recognising and responding to our own bias.
- Using legislation and professional ethics as a framework for practice.
12.45 LUNCH
1.30 Communicating effectively about matters of uniqueness.
- Having challenging and uncomfortable conversations effectively.
- Thinking about the impact of language.
- Assumptions, presumptions and respectful uncertainty.
2.30 COFFEE
2.45 Meeting our own diversity needs as well as those of others.
- Identifying your own needs and their impacts.
- Sharing your needs with your manager and assessors.
- Raising concerns and asking for help.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The trainer :-
Gavin Rogers, Specialist Trainer & Project Consultant.
Gavin has worked in Health and Social Care for over two decades, as a practitioner, manager, and trainer. He considers himself fortunate to have had a varied career path, which has included coordinating countywide harm reduction strategies and services, through to holding CQC Registered manager posts within residential therapeutic community provisions. Gavin has worked as a national training lead and within national risk and assurance/clinical compliance teams, as well as in business development, and he believes passionately in person-centred approaches, having spent many years designing and delivering therapeutic interventions to help people find their own understandings, agency, and self-efficacy. Gavin holds formal qualifications in training and therapeutic approaches, and he says that through his career so far, of all the things he has learnt, the most important thing is that he knows that he hasn’t learned enough. Every day is a school day!
13.05.25 Cultural Curiosity in Relationship Based Practice training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 6 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Cultural Curiosity in Relationship Based Practice for NQSWs meets the following National Standards:
England: PCF2 – Values and Ethics, PCF3 – Diversity, PCF4 Rights and Justice, PCF7 Interventions and Skills, Adult PQS3 – Person-Centred Practice , Childrens PQS1 – Relationships and Direct Work
Scotland: CLE1 – Ethics, Values & Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE7 – Self-Awareness and reflexivity
Wales and Northern Ireland: NOS2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
Cultural curiosity is more than recognising differences in race or religion, it involves recognising that we are all shaped by our experiences and are influenced by cultural norms and understanding. All our interactions and communications are interpreted via cultural filters, and it is an understanding of these and how they can impact on working in teams and groups that will be the focus of the day.
The course also explores how diversity is about more than just difference; looking at the use of power within our society and structures, how that power can prevent individuals and groups from accessing or engaging with support and services and our responsibilities in addressing power difference and tailoring our interventions to each unique person. The differences between equality and equity are explored and the importance of recognising structural bias in society that disproportionately disadvantage many individuals that have care and support needs – this includes all the protected characteristics set out in the Equalities Act 2010. NQSW’s will be supported to consider their own unconscious bias, the inequalities that are present within our own profession and how they can address this in their own practice, giving consideration to the Equalities Act, the Human Rights Act and the Conventions that we are signatories to (EG UNCRPD).
Social Work England undertook research in 2021 that indicated that a high proportion of NQSW’s experienced direct discrimination themselves, not only from service users but from colleagues. This course looks to empower NQSW’s/Students to ensure their own diversity needs are met and how to speak up and speak out if their own needs are not met.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- To increase understanding and awareness in relation to working with and alongside individuals from different cultural and social groups and how culture influences how we all experience and engage in professional interactions.
- To consider diversity as a power issue, how this might impact on health and social care practice and professional dynamics and to account for this in practice.
- To reflect on the cultural diversity within participants practice areas, and consider how this might impact on the individual, family and community and how they experience public services.
- To explore concepts of discrimination and oppression arising due to diversity issues. Including how organisational / professional cultures can impact on the experience of individuals working within and/or using public services.
- To be able to demonstrate an awareness of how experiences of discrimination and oppression can be internalised and impact on an individual’s emotional and environmental well-being and be able to recognise and seek support for our own diversity needs.
- How to use legislative frameworks to positively empower marginalised members of society and use our professional values and ethics to ensure that Social Work practice upholds the rights of children and families.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 What do we mean be cultural curiosity and diversity?
- Defining the terms and issues.
- Understanding the frameworks.
- Making the links to our own experiences and practice.
11.10 COFFEE
11.30 Can we, should we adopt the lens of the individuals / families we work with?
Ways of understanding the experience of others.
- Risks in attempting to view the world through the lens of another.
- Recognising and responding to our own bias.
- Using legislation and professional ethics as a framework for practice.
12.45 LUNCH
1.30 Communicating effectively about matters of uniqueness.
- Having challenging and uncomfortable conversations effectively.
- Thinking about the impact of language.
- Assumptions, presumptions and respectful uncertainty.
2.30 COFFEE
2.45 Meeting our own diversity needs as well as those of others.
- Identifying your own needs and their impacts.
- Sharing your needs with your manager and assessors.
- Raising concerns and asking for help.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The trainer :-
Gavin Rogers, Specialist Trainer & Project Consultant.
Gavin has worked in Health and Social Care for over two decades, as a practitioner, manager, and trainer. He considers himself fortunate to have had a varied career path, which has included coordinating countywide harm reduction strategies and services, through to holding CQC Registered manager posts within residential therapeutic community provisions. Gavin has worked as a national training lead and within national risk and assurance/clinical compliance teams, as well as in business development, and he believes passionately in person-centred approaches, having spent many years designing and delivering therapeutic interventions to help people find their own understandings, agency, and self-efficacy. Gavin holds formal qualifications in training and therapeutic approaches, and he says that through his career so far, of all the things he has learnt, the most important thing is that he knows that he hasn’t learned enough. Every day is a school day!
10.06.25 Ethics, Values and Rights Based Practice training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 7 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Ethics, Values and Rights-Based Practice for NQSWs meets the following National Standards:
England: PCF2 – Values and Ethics, PCF3 – Diversity, PCF4 Rights and Justice, PCF 6 – Critical Reflection, Adult PQS3 – Person-Centred Practice, Childrens PQS1 – Relationships and Direct Work, Childrens PQS8 – Law, Family and Youth Justice.
Scotland: CLE1 – Ethics, Values & Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE6 – Use of Knowledge, research and evidence in practice
CLE7 – Self-Awareness and reflexivity
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, 2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
This session explores the complexity of legal interfaces, rights-based practice and the ethical dilemmas this can raise including the role of the professional in managing and negotiating such issues, including managing their own values and power appropriately.
Case examples and caselaw will be used to demonstrate how these impact on Social Workers and then considers the transferrable skills needed to ensure NQSWs are able to negotiate these complexities in practice.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- An exploration of legal interfaces and how this impacts on practice.
- Exploring the balance in legislation between rights, choice and empowerment and safeguarding and public protection and what that means in practice.
- Recognising the impact of our own beliefs, values and biases in how we use law.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
10.00 Ethics and Values – application in practice
- What are values and ethics? How do they impact our practice?
- What power do we have and how do we use it?
- Social Work and Social Justice
11.00 COFFEE
11.20 What is Rights Based Practice
- How the Human Rights Act underpins Practice
- Exploring the Balance between Safeguarding and Autonomy
- Considering Coproduction as a measure of Rights Based Practice
12.30 LUNCH
1.45 Examples of Legal Interfaces & Related Dilemmas
- How legal literacy impacts on practice
- Examples of Case Law that highlight ethical dilemmas
3.00 COFFEE
3.20 Negotiating Ethical Dilemmas
- Using law and Policy
- Recognising Statutory Responsibilities
- Valuing the voice of the individual and upholding their rights.
- Peer Reflection and Supervision
- Articulating your decision.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer :-
Chloe Whittall, Chief Social Worker (Children & SW Education).
Chloe is a qualified and Social Work England registered Social Worker who has worked in both voluntary sector and in statutory service settings, including practice as a Consultant Social Worker within children's safeguarding services. Chloe holds qualifications in Social Work, Counselling, Diploma in Systemic Family Therapy, Practice Education, Management and Leadership and Training. Chloe is a practicing BIA and Practice Educator / Assessor. Chloe oversees our practice activity, including specialist assessment and our children and family offers. She also provides leadership across our ASYE / NQSW and Practice Education / Assessor programmes.
01.07.25 Ethics, Values and Rights Based Practice training for NQSWs
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 7 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Ethics, Values and Rights-Based Practice for NQSWs meets the following National Standards:
England: PCF2 – Values and Ethics, PCF3 – Diversity, PCF4 Rights and Justice, PCF 6 – Critical Reflection, Adult PQS3 – Person-Centred Practice, Childrens PQS1 – Relationships and Direct Work, Childrens PQS8 – Law, Family and Youth Justice.
Scotland: CLE1 – Ethics, Values & Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE6 – Use of Knowledge, research and evidence in practice
CLE7 – Self-Awareness and reflexivity
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, 2 – Practise Professional Social Work, NOS4 – Assess needs, risks and circumstances.
Course Outline:
This session explores the complexity of legal interfaces, rights-based practice and the ethical dilemmas this can raise including the role of the professional in managing and negotiating such issues, including managing their own values and power appropriately.
Case examples and caselaw will be used to demonstrate how these impact on Social Workers and then considers the transferrable skills needed to ensure NQSWs are able to negotiate these complexities in practice.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- An exploration of legal interfaces and how this impacts on practice.
- Exploring the balance in legislation between rights, choice and empowerment and safeguarding and public protection and what that means in practice.
- Recognising the impact of our own beliefs, values and biases in how we use law.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
10.00 Ethics and Values – application in practice
- What are values and ethics? How do they impact our practice?
- What power do we have and how do we use it?
- Social Work and Social Justice
11.00 COFFEE
11.20 What is Rights Based Practice
- How the Human Rights Act underpins Practice
- Exploring the Balance between Safeguarding and Autonomy
- Considering Coproduction as a measure of Rights Based Practice
12.30 LUNCH
1.45 Examples of Legal Interfaces & Related Dilemmas
- How legal literacy impacts on practice
- Examples of Case Law that highlight ethical dilemmas
3.00 COFFEE
3.20 Negotiating Ethical Dilemmas
- Using law and Policy
- Recognising Statutory Responsibilities
- Valuing the voice of the individual and upholding their rights.
- Peer Reflection and Supervision
- Articulating your decision.
4.15 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer :-
Chloe Whittall, Chief Social Worker (Children & SW Education).
Chloe is a qualified and Social Work England registered Social Worker who has worked in both voluntary sector and in statutory service settings, including practice as a Consultant Social Worker within children's safeguarding services. Chloe holds qualifications in Social Work, Counselling, Diploma in Systemic Family Therapy, Practice Education, Management and Leadership and Training. Chloe is a practicing BIA and Practice Educator / Assessor. Chloe oversees our practice activity, including specialist assessment and our children and family offers. She also provides leadership across our ASYE / NQSW and Practice Education / Assessor programmes.
23.07.25 Relationship Based Practice in Multi Agency Contexts training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 8 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Relationship Based Practice in Multi Agency Contexts meets the following National Standards:
England: PCF 3 – Diversity, PCF 6, Critical Reflection, PCF7 Intervention and Skills, PCF8 – Contexts and Organisations, Adult PQS3 – Person-Centred Practice, Adult PQS8 – Supervision, critical reflection and analysis, Adult PQS7 – Direct Work, Childrens PQS1 – Relationships and Direct Work, Children’s PQS2 – Communication, Childrens PQS7 – Analysis, Decision-Making, planning and review, Children’s PQS9 - Supervision
Scotland: CLE1 – Ethics, Values and Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE3 - Critical thinking, professional Judgement & Decision-making
CLE7 – Self-Awareness and Reflexivity
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation, NOS5 – Plan for Person Centred Outcomes, NOS6 – Take Action to achieve Change
Course Outline:
This one-day session is designed to support students & Newly Qualified Social Workers to consider what is meant by Relationship-Based Practice and how this can be achieved within the context of Multi-Agency Working.
The course will provide participants with the opportunity to explore how to safely use self in interactions with people in a way that is both genuine and boundaried. This course explores how to engage people using a range of different approaches and how to work with other professionals effectively so that people are supported not overwhelmed by the various agencies working with them. This course considers the impact of statutory responsibilities on working relationships with people and their families and how this can be negotiated successfully.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- A clear understanding of what is meant by Relationship-Based Practice.
- An understanding of how to connect with people whilst maintaining boundaries.
- How to use ‘self’ and/or ‘lived experience’ appropriately.
- How to achieve co-production with individuals and families.
- How to support people as part of a multi-agency response.
- How to communicate effectively across multi-agency contexts.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 What Is Relationship-Based Practice
- Definitions of relationship-based practice
- How relational Social Work Looks in Practice.
- Utilising Strengths-Based and Trauma Informed Principles
- Understanding Coproduction.
11.10 COFFEE
11.30 Stages of Relationship-Based Practice
- Stage 1: A shared and transparent understanding of involvement.
- Stage 2: A collaborative construction of concerns.
- Stage 3: A mutually determined analysis.
- Stage 4: A collaborative intervention strategy
12.30 LUNCH
1.15 Managing Use of Self, Lived Experience and Boundaries
- Considering what you want to share and why
- Keeping the Person at the Centre of your Practice
- Knowing Policies and Procedures
- Using Supervision
2.40 COFFEE
3.00 Working in Multi-Agency Contexts
- Understanding & articulating your own role and remit
- Understanding the remit of others
- Talking the same language
- Keeping the person at the centre of your practice
- Effective Multi-Agency Working
- Troubleshooting.
4.00 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
21.08.25 Relationship Based Practice in Multi Agency Contexts training for NQSW's
***Session for students & NQSWs only***
Delivered by BASW’s accredited training partner DCC-i via MS Teams.
Part 8 of 8 in BASW's NQSW CPD Programme - click here to view the full series
Relationship Based Practice in Multi Agency Contexts meets the following National Standards:
England: PCF 3 – Diversity, PCF 6, Critical Reflection, PCF7 Intervention and Skills, PCF8 – Contexts and Organisations, Adult PQS3 – Person-Centred Practice, Adult PQS8 – Supervision, critical reflection and analysis, Adult PQS7 – Direct Work, Childrens PQS1 – Relationships and Direct Work, Children’s PQS2 – Communication, Childrens PQS7 – Analysis, Decision-Making, planning and review, Children’s PQS9 - Supervision
Scotland: CLE1 – Ethics, Values and Rights-Based Practice
CLE2 – Communication, engagement and relationship-based practice
CLE3 - Critical thinking, professional Judgement & Decision-making
CLE7 – Self-Awareness and Reflexivity
Wales and Northern Ireland: NOS1 – Maintain Professional Accountability, NOS2 – Practise Professional Social Work, NOS3 – Promote Engagement and Participation, NOS5 – Plan for Person Centred Outcomes, NOS6 – Take Action to achieve Change
Course Outline:
This one-day session is designed to support students & Newly Qualified Social Workers to consider what is meant by Relationship-Based Practice and how this can be achieved within the context of Multi-Agency Working.
The course will provide participants with the opportunity to explore how to safely use self in interactions with people in a way that is both genuine and boundaried. This course explores how to engage people using a range of different approaches and how to work with other professionals effectively so that people are supported not overwhelmed by the various agencies working with them. This course considers the impact of statutory responsibilities on working relationships with people and their families and how this can be negotiated successfully.
Learning Methods:
This training is delivered using an online interactive classroom approach and all delegates will be expected to take part to ensure an effective adult learning experience. Using whiteboards and breakout rooms, a combination of learning methods will be used throughout the day, including trainer presentation and group work in the form of case studies and reflection dilemmas to support application to practice. Local templates and expectations will be embedded in the programme where required and appropriate.
Learning Outcomes:
This course will provide participants with the following learning outcomes:
- A clear understanding of what is meant by Relationship-Based Practice.
- An understanding of how to connect with people whilst maintaining boundaries.
- How to use ‘self’ and/or ‘lived experience’ appropriately.
- How to achieve co-production with individuals and families.
- How to support people as part of a multi-agency response.
- How to communicate effectively across multi-agency contexts.
Programme Outline:
9.00 Log-in – Check your connection, camera & mic (then get a cuppa)
9.30 Introduction to the session and the tech
9.45 What Is Relationship-Based Practice
- Definitions of relationship-based practice
- How relational Social Work Looks in Practice.
- Utilising Strengths-Based and Trauma Informed Principles
- Understanding Coproduction.
11.10 COFFEE
11.30 Stages of Relationship-Based Practice
- Stage 1: A shared and transparent understanding of involvement.
- Stage 2: A collaborative construction of concerns.
- Stage 3: A mutually determined analysis.
- Stage 4: A collaborative intervention strategy
12.30 LUNCH
1.15 Managing Use of Self, Lived Experience and Boundaries
- Considering what you want to share and why
- Keeping the Person at the Centre of your Practice
- Knowing Policies and Procedures
- Using Supervision
2.40 COFFEE
3.00 Working in Multi-Agency Contexts
- Understanding & articulating your own role and remit
- Understanding the remit of others
- Talking the same language
- Keeping the person at the centre of your practice
- Effective Multi-Agency Working
- Troubleshooting.
4.00 Reflection and Review – learning points and next steps
4.30 CLOSE
The Trainer:
Tony Clamp, Specialist Trainer (Motivational Interviewing)
Tony is an Social Work England registered Social Worker with 25 years experience in both the voluntary & statutory sectors of social care.
Since qualifying as a Social Worker, Tony has held academic positions at a number of British universities, as well as spending time as a children's social care practitioner.
Tony is an experienced motivational interviewing practitioner and trainer. As one of DCC-i's core crew, Tony specialises in Motivational Interviewing and its application in practice as a means to improve the quality of child & family safeguarding.
"Best training I have had since starting my role as a social worker"
